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Mental, personal and lifestyle management of playersathletes

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Title: Mental, personal and lifestyle management of playersathletes


1
Mental, personal and lifestyle management of
players/athletes
  • Level 3

2
Psychological Myths
  • Sport Psychology
  • Is only for elite performers
  • Is only for the mentally sick
  • Will cause revolutionary changes in performance
  • Is a quick fix for pre-match nerves
  • Is not useful

3
Psychological practice
  • Come and Go
  • Just Visiting
  • Fire Brigade
  • Team Member
  • Client-Orientated
  • Immersion
  • Goodness of Fit
  • Time
  • Accreditation
  • Effectiveness

4
Technical/Tactical capacities
  • What are the effects of psychological preparation
    on technical execution and performance?

5
Why Sport Psychology?
  • To improve performance
  • To deal with competition
  • To assist in injury process
  • To assist in training and implementing
    psychological skills
  • To provide information to performers about their
    psychological/ multidimensional profile
  • Fast results
  • Fix it
  • Lack of trust
  • Commitment
  • Transference
  • Multiple demands
  • Ethical issues

6
Profile
  • Personal Construct Theory (Kelly 1955)
  • Current feelings
  • No wrong answers
  • Little prompting
  • Discover perceptual- from within rather than
    coaches external perception
  • Tactical
  • Technical
  • Physical
  • Mental
  • Individual
  • Team
  • Multidimensional

7
Performance profiling
  • Perfection is not always attainable, but if we
    chase perfection, we can catch excellence
  • Performance profiling a method of increasing
    coachs awareness whist acknowledging the
    importance of the performers perspective

8
Performance Profiling
  • Identifies strengths and weaknesses
  • Sharing of information and needs
  • Increasing communication channels
  • Productive in sharing responsibility in training,
    planning, organising-Sensitivity
  • Increases empowerment of athlete
  • Active participation
  • Considers what the athlete values as important
  • Encourages training and coaching tailored to meet
    needs of performer
  • Visual display
  • Matching of athlete and coaches perspectives
  • Establishes important areas to work on
  • Monitors progress

9
Performance Profiling
  • Identify qualities that the performer thinks are
    necessary in order to achieve a top performance
  • Rate these attributes on themselves (as they are
    at present)
  • No limit to number of qualities
  • Clarify quality and its meaning

10
Performance Profiling
  • Rate from 1 (not so good) to 10 (excellent)
  • Coach rates athlete on same constructs
  • Discrepancy / mismatch or on the same wavelength
  • Communication intervention
  • Video / 3rd party
  • Reverse roles
  • Set goals
  • Monitor progress over the season
  • Evaluate coaching

11
Psychological Skills
  • Goal setting
  • Focuses attention
  • Mobilises effort
  • Enhance persistence
  • Encourage performer to develop strategies to
    achieve
  • Difficulty
  • Specificity
  • Acceptance
  • Feedback
  • SMART
  • SMARTER
  • ACE

12
Goals
  • Phrased positively
  • Improve of backhand serves close to net height
  • Performance tasks
  • Controllable
  • Specific
  • Achievable

13
Goal Setting
  • Process or outcome?
  • Imposed or Agreed?
  • Long, short and medium goals
  • Written down
  • Provide support
  • Communication
  • Improvement in coaching climate (morale,
    laziness)

14
Motivation
  • DIRECTION OF EFFORT- WHERE INDIVIDUALS SEEK ARE
    ATTRACTED TO SITUATIONS
  • EFFORT INTENSITY-WHERE PERFORMERS EXERT EFFORT
    /-
  • RELATIONSHIP BETWEEN DIRECTION AND INTENSITY
    APPROACH/AVOID

15
Motivation
  • INTRINSIC- self-determination, display
    competence, autonomy, control
  • EXTRINSIC- external rewards, status, low
    perceived control
  • Perceived competence, if reflected upon result
    rather than performance can have significant
    effect upon motivation

16
Guidelines to build Motivation
  • Situations and trait motivate people
  • People have multiple motivations for involvement
    (social approval, competition, self-mastery,
    recognition, emotional release, family)
  • Change environment (Competition or recreation
    adjust to individuals within groups)
  • Leaders influence directly and indirectly
  • Use behaviour modification to change undesirable
    participant motives

17
Achievement Motivation
  • A persons orientation to strive for success,
    persist in the face of failure, and experience
    pride in accomplishments (Gill, 1986)
  • Competitiveness
  • Choice of activity
  • Effort to pursue goals
  • Intensity
  • Persistence

18
Need Achievement Theory
19
Developing Achievement Motivation
  • AUTONOMOUS COMPETENCE
  • SOCIAL COMPARISON
  • INTEGRATED
  • ATTRIBUTION

20
Implications and Applications
  • Recognise interactional factors in achievement
    motivation
  • Emphasise performance goals
  • Monitor and alter feedback
  • Assess and correct inappropriate attributions

21
Anxiety is?
  • an unpleasant emotion, characterised by vague
    but persistent feelings of apprehension and
    dread (Cashmore 2002)
  • Is it?

22
Anxiety - Multidimensional
  • Cognitive (Fear of failure, apprehension about
    negative evaluation from others, self-talk,
    worry)
  • Somatic body
  • Self-Confidence

23
Anxiety
  • The challenge is hitting good golf shots when
    you have to..to do it when the nerves are
    fluttering, the heart pounding, the palms
    sweatingthats the thrill (Tiger Woods, 2001)
  • Competitive anxiety Anticipatory excitement
  • Lazurus (2000) too little anxiety can be
    counterproductive

24
ANXIETY- Measured?
  • Physiological hr, bp, sweat, breathing, tense
    musculature, adrenaline.
  • Self-Report CSAI-2, DM-CSAI-2, MRF

25
Anxiety
  • Inverted U
  • Drive
  • Catastrophe
  • ZOF

26
Factors that effect anxiety
  • Practice
  • Perceived readiness
  • Training factors
  • Prior knowledge of opposition, track, course
  • Uncertainty about outcomes
  • Gender ?
  • Paralysis by analysis
  • Interpretation of anxiety
  • Time to event
  • Skill level
  • Importance of competition
  • Influence of Coach

27
Practical Issues
  • Trait anxiety?
  • Negative attributions
  • Perfectionism
  • Fear of failure
  • Competition specific

28
Practical techniques
  • Positive focus
  • Social support
  • Progressive Muscular Relaxation
  • Mantra
  • Breathing
  • Routine and pre-competitive planning

29
Practical techniques
  • Biofeedback
  • Hypnotic suggestion
  • Limit attention (crowd, themselves, race ahead)
  • Meditation
  • Self-talk
  • Visualisation

30
Anxiety Control
  • Interpret arousal signs constructively
  • Pressure is a perception not a fact!
    Restructure the situation
  • Physical relaxation
  • Giving oneself specific instructions
  • Adhering to Pre-Performance routines
  • Simulation training (1988 Aus. Women's Hockey)

31
Anxiety
  • The mind is something to think with, not just
    for worrying
  • if you play as if it means nothing when it means
    everything, youve got it (Steve Davis)
  • The guy who thinks positively will win (Daley
    Thompson)

32
Butlers Approach (2000)
  • Develop clear thinking- Donts
  • Believe in the possible (challenge)
  • Have a route planner
  • Keep a sense of proportion (Becker)
  • Weaknesses can be improved
  • What ifs So?
  • Flip it over (self-doubt)
  • Be your own judge
  • Bag the preoccupations
  • Use humour

33
Choking -the failure of normally expert skill
under pressure
  • Harder they try, the worse the problem
  • Somatic symptoms (panic)
  • Inability to complete task
  • Excessive concern with mechanics
  • Distraction
  • Investment of effort
  • Non-judgemental
  • Give up and go for it

34
Concentration
  • if your mind is going to wander during practice,
    its going to do the same thing in a match (Rod
    Laver)
  • I was in my own little world focusing on every
    shot. I wasnt thinking of what score I was on or
    anything..
  • (Clarke, 1999)

35
Concentration is
  • Focusing attention on the relevant cues in the
    environment and maintaining that attentional
    focus (Weinberg Gould, 1995)
  • Successful marathon runners (2 hrs) reportedly
    use associative attentional strategies (bodily
    functions, hr, breathing rate) and dissociative
    strategies (distractions).

36
Concentration/Attention
  • Zoom in Selectively
  • Mental time sharing Divided Attention
  • Concentration Deliberate mental effort

37
Where is your attention?
38
Concentration
  • Attention as filter
  • Attention as spotlight or zoom lens
  • Attention as a resource
  • Cocktail party problem
  • Exact focus
  • Automatic, multi-tasking (practice implications)

39
Concentration
  • if I had not got a medal already, I might have
    fought a little harder..it was probably only for
    a lapbut thats all it takes for a race to get
    away from you.. (Sonia OSullivan 2000)
  • Anxiety effect on concentration

40
Nideffers types of Attentional focus
41
Concentration principles (Moran, 1996)
42
Why do performers lose their focus?
  • Attending to past events
  • Attending to future events
  • Attending to too many cues
  • Overanalysis of body mechanics
  • Choking is an attentional problem!
  • Self-talk
  • Attending to things they cannot control
  • Wegners (1994) theory of ironic control

43
Self-Talk
  • Thought stopping
  • Countering from negative to positive
  • Motivation and technical
  • Use of affirmations

44
Practical Issues
  • Concentration grid
  • Watching the oscillations of a pendulum
  • Looking at a clock and saying Now to yourself
    every 5 and 10 seconds
  • Simulation training
  • Establishing routines
  • Breathing techniques
  • Imagery
  • Meditative eastern philosophies
  • Single focus
  • Video games

45
Concentration techniques
46
Confidence
  • Is to expect success
  • Is belief in ones own ability
  • An awareness of how well a person will match up
    to the task before them
  • Self-efficacy
  • Performance/ mastery experiences
  • vicarious experiences (watching others succeed)
  • verbal persuasion
  • physiological states

47
Confidence benefits
  • Positive emotions
  • Concentration
  • Effort
  • Momentum
  • Goals
  • Game strategies
  • Is there an optimal level of confidence?
  • overconfident?
  • Expectations
  • Coach
  • Athlete

48
Confidence Building
  • Strengths
  • Improvements
  • Achievements
  • Preparation
  • Edge
  • Previous performance
  • Praise (immediate)
  • Feedback (KR, Immediate)
  • Positive statements
  • Reflection and analysis (attribute internally,
    assess)
  • Performance focus
  • Emphasise readiness

49
Confidence Techniques
  • Clustering
  • Affirmation list
  • Performance reviews
  • Video, media articles
  • Reminders
  • Focus words

50
Self-Confidence
  • Praise and Feedback
  • Positive statements
  • Quality training
  • Accomplishments
  • Reflect and Visualise
  • Emphasize readiness

51
Visualisation / Imagery
  • Sewell et al. 2005 (p353-5) MR
  • Represent experiences of stimuli
  • Visual
  • Auditory
  • Kinaesthetic
  • Vividness
  • Controllability
  • Multi-sensory experience

52
Visualisation / Imagery
  • Psychoneuromuscular pattern of faint muscle
    movements, strengthening neural pathways
  • Symbolic understanding and acquiring movement
    patterns, motor programme, blueprint is formed
  • Internal
  • External
  • Written script
  • Relaxed state
  • Use with pre-performance
  • Can help control other psychological skills
  • Focus on real time images
  • Use video to enhance

53
Visualisation / Imagery uses
  • Learn and practice sports skills
  • Formulate game plan (strategy)
  • Error correction
  • Recovery from injury
  • Self-confidence

54
Motor Learning Control
  • a set of processes associated with practice or
    experience that leads to relatively permanent
    changes in the capability for movement (Schimdt
    Lee 1999)
  • Learning versus Performance
  • Stages of Learning

55
Stages of Learning
  • Cognitive Stage
  • Understanding of the nature and goal of the
    activity to be learned
  • Initial attempts at the skill - gross errors
  • Associative Stage
  • Practice on mastering the timing of the skill
  • Fewer and more consistent errors
  • Autonomous Stage
  • Well coordinated and appears effortless
  • Few errors
  • Automatic performance allows attention to be
    directed to other aspects of skill performance

56
Information Processing Model
  • Input
  • Information from the environment through the
    senses.
  • Decision-making
  • Input evaluation and integration with past
    information .
  • Response selection
  • Output
  • Response execution
  • Feedback
  • Information about the performance and quality of
    the movement. Information gained here can guide
    future interpretations, decisions, and responses.

57
Factors Influencing Learning
  • Readiness
  • Physiological and psychological factors
    influencing an individuals ability and
    willingness to learn.
  • Motivation
  • A condition within an individual that initiates
    activity directed toward a goal. (Needs and
    drives are necessary.)
  • Reinforcement
  • Using events, actions, and behaviors to increase
    the likelihood of a certain response recurring.
    May be positive or negative
  • Individual differences
  • Backgrounds, abilities, intelligence, learning
    styles, and personalities of students

58
Motor Learning Concepts
Ten
  • 1. Practice sessions should be structured to
    promote optimal conditions for learning.
  • 2. Learners must understand the task to be
    learned.
  • 3. The nature of the skill or task to be learned
    should be considered when designing practice.
  • 4. Whether to teach by the whole or the part
    method depends on the nature of the skill and the
    learner
  • 5. Whether speed or accuracy should be emphasized
    in teaching a skill depends on the requirements
    of the skill.

59
Motor Learning Concepts
Ten
  • 6. Transfer of learning can facilitate the
    acquisition of motor skills.
  • 7. Feedback is essential for learning.
  • Knowledge of results (KR)
  • Knowledge of performance (KP)
  • 8. Learners may experience plateaus in learning.
  • 9. Self-analysis should be developed.
  • 10. Leadership influences the amount of learning.

60
Phases of Motor Development
  • Early reflexive and rudimentary movement phases
  • Hereditary is the primary factor for development.
    Sequential progression of development but
    individuals rates of development will differ.
  • Fundamental movement phase
  • Skill acquisition based on encouragement,
    instruction, and opportunities for practice.
  • Specialized movement phase Refinement of skills
  • Turnover Hereditary and environmental factors
    that influence the rate of the aging process.

61
Fundamental Movement Phase
  • Initial Stage ( age 2)
  • Poor spatial and temporal integration of skill
    movements.
  • Improper sequencing of the parts of the skill
  • Poor rhythm, difficulties in coordination
  • Elementary Stage ( age 3 4)
  • Greater control and rhythmical coordination
  • Temporal and spatial elements are better
    synchronized.
  • Movements are still restricted, exaggerated, or
    inconsistent.
  • Mature Stage (age 5 or 6)
  • Increased efficiency, enhanced coordination, and
    improved control of movements.
  • Greater force production

62
Effective instruction
63
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64
Practice
  • Blocked/constant
  • Better for practice
  • Poor retention
  • Tedious
  • No memory impact
  • Random/variable
  • Better for learning
  • Meaningful, distinct
  • Easier application and transfer
  • STM use to compare

65
Practice
  • Variable practice random with children (but not
    huge variation) as opposed to constant practice
  • Contextual interference context of practice
    retention and transfer help organise practice
    sessions
  • Blocked practice overlearning not necessarily
    habit!
  • Distribution of practice massed or distributed

66
Benefits of practice
  • Automaticity
  • Proficiency
  • Consistency
  • Adaptability
  • Transferability
  • Error detection and correction

67
Feedback
  • Precision your leading leg was too high or
    your leading leg was 0.5cm needed over the
    hurdle (skill level)
  • Timing of feedback summary, immediate

68
Instruction Feedback
  • Intrinsic extrinsic- Information
  • Kr and kp type, correction
  • Thorndikes (1927) Law of Effect
    Reward/motivation
  • Too frequent feedback produces dependency
  • Immediate best for learning but!

69
Motor programs
  • How do we produce so many movements so quickly?
  • What controls them?
  • How are they combined to form a whole movement?
  • Can these movements be controlled without
    awareness?
  • Are they organised in advance?
  • How can they be learned?

70
Motor programs
  • Open loop
  • Input
  • ?
  • Executive
  • ?
  • Instructions
  • Effector
  • ?
  • Output to environment
  • Specific Advance instructions
  • Sequence and timing
  • Program operates without modification
  • No capability to detect errors

71
Motor programs
  • Open loop
  • Input
  • ? Stimulus Identification
  • Response selection
  • Response programming
  • ?
  • Motor program
  • ?
  • Spinal cord
  • ?
  • Muscles
  • ?
  • Movement
  • ?
  • Environment
  • ?
  • Feedback ?
  • Practical applications
  • Avoid asking learners to attend to rapid action
  • Let it run automatically
  • In an unstable environment closed loop
  • Feedback role

72
Motor programs
  • Generalised
  • Storage issue
  • Novelty problem
  • when I make the shot, I do not produce something
    new, and I never repeat something old (Bartlett,
    1932)

73
Sport expertise
  • Information processing
  • With practice, knowledge becomes embodies into a
    larger schema/program that frees up memory for
    other tasks such as anticipation?
  • PRACTICE
  • Anticipation
  • Decision making
  • Identifying patterns of play (recall/recognition)
  • Using advance visual cues

74
What are the main differences in motor learning
between novices and beginners?
  • Skill/Practice
  • Experts are
  • Faster and more accurate in recognizing and
    recalling patterns of play
  • Superior in anticipating the actions of an
    opponent using visual advance cues
  • Display more efficient and effective visual
    search strategies
  • Perceiving the minimal essential information
    underlying skilled performance

75
End of task Generation of answer
Start of task Presentation of stimulus
Processing Step 1
Processing Step 1
Processing Step n
Outcome Measures
  • Pre-task manipulations
  • Film occlusion
  • Point-light displays
  • Distortion of image

Response Time/Accuracy
Fixation
Fixation
Fixation
Visual Search Behavior
Process Measures
V1
V1
V1
V1
Concurrent Verbalizations
  • Post-task observations
  • Retrospective reports
  • Post-experiment
  • interview

Williams and Ericsson (2005)
76
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77
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78
End of task Generation of answer
Start of task Presentation of stimulus
Processing Step 1
Processing Step 1
Processing Step n
Outcome Measures
  • Pre-task manipulations
  • Film Occlusion
  • Point-light displays
  • Distortion of image

Response Time/Accuracy
Fixation
Fixation
Fixation
Visual Search Behavior
Process Measures
V1
V1
V1
V1
Concurrent Verbalizations
  • Post-task observations
  • Retrospective reports
  • Post-experiment
  • interview

Williams and Ericsson (2005)
79
End of task Generation of answer
Start of task Presentation of stimulus
Processing Step 1
Processing Step 1
Processing Step n
Outcome Measures
  • Pre-task manipulations
  • Film Occlusion
  • Point-light displays
  • Distortion of image

Response Time/Accuracy
Fixation
Fixation
Fixation
Visual Search Behavior
Process Measures
V1
V1
V1
V1
Concurrent Verbalizations
  • Post-task observations
  • Retrospective reports
  • Post-experiment
  • interview

Williams and Ericsson (2005)
80
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81
Practice history profiles of elite and sub- elite
soccer players 8-16 years
data from Ward, Hodges, Williams, and Starkes
(2004)
82
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84
Is expertise a by-product of experience?
  • Anticipation
  • Recall
  • Recognition
  • Perceptual and cognitive skills improve with
    experience
  • Practice implications!

85
Practical issues
  • Success at start
  • ?
  • Interest increases
  • ?
  • Regular practice habits
  • ?
  • Instruction
  • ?
  • Commitment
  • Video simulation

86
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